Dual Career Support Activities of High-Performance Students-Athletes in the Project “More than Gold”

Abelkalns, Ilvis; Capranica, Laura; Doupona, Mojca; Paegle, Anda; Stonis, Janis; Bisenieks, Ugis; Pato, Antonio Sánchez; Cánovas-Alvarez, Francisco José; García-Roca, Juan Alfonso; Leiva-Arcas, Alejandro; Meroño, Lourdes; Vaquero-Cristóbal, Raquel; Figueiredo, Pascal; Sarmento, António; Vaz, Hugo; Radu, Vasco; Rus, Liliana-Elisabeta; Rusu, Catalina; Ghinassi, Oana-Mihaela; Izzicupo, Barbara; Baldassarre, Angela Di

doi:10.22364/htqe.2021.90

Cited by 7 publications

(10 citation statements)

References 17 publications

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“…It should be noted that only 8 (10%) athletes receive DC support for tuition fees, 41 (51%) study with state budget funds, while 24 (30%) study with their own financial means. If we compare these results with the previous ones, we can conclude that DC support for athletes is gradually increasing, while self-financed studies remained at the previous level of 35% (Abelkalns, et al, 2021). High-performance athletes responded that 30 (37%) of them received a sports scholarship at their university, which is also regarded as DC support.…”

Section: Resultsmentioning

confidence: 55%

“…In this research a survey for student-athletes in Latvian HEIs was developed and carried out, the survey consisted of four parts: introduction, education, sport, and dual career. In order to better understand student-athletes' views on combining academic education with sport, the authors compared the results with data from similar studies conducted 5 to 10 years ago (Abelkalns, 2014;Kravalis & Abelkalns, 2017;Abelkalns et al, 2021). The results of the survey showed that 19 (23%) of the student-athletes had a training experience of 12 to 15 years and 45 (55%) of the athletes trained 5-6 times per week.…”

Section: Resultsmentioning

confidence: 99%

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Human, Technologies and Quality of Education, 2023

2023

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The aim of the study was to explore social measurements and COVID-19 -related behavioral choices from a network structure perspective. We tested network models by comparing network structures in 46 countries by cultural dimensions (Hofstede et al., 2010). The pre-registered hypothesis was that the network structure of variables predicting COVID-19-related behavioral choices will be robust across countries, regardless of the mean differences of these variables between countries characterized by high vs low culture dimension indices. Behavioural choices toward COVID-19 situation were: physical hygiene, policy support, and physical contact. In network analysis we used several social/psychological constructs: social belonging, trait optimism, collective narcissism, moral identity, self-esteem, national identification, trait self-control, morality as cooperation, conspiracy beliefs, political ideology, and narcissism. We analysed twelve conditions based on dichotomized culture dimensions (high vs. low Power distance, Individualism, Masculinity, Uncertainty avoidance, Long-term orientation, and Indulgence) across demographics (e.g., age, gender). We conducted network structure analysis using high-dimensional undirected graph estimation with glasso procedure splitting the data by culture dimensions in total with N = 40 795 individuals. The study findings indicated that the network models were fairly consistent across cultures with different scores on each of Hofstede's six cultural dimensions. This similarity reflects the previous studies in terms of the stability of associations between variables regardless of sex, age, and political beliefs.

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Section: Resultsmentioning

confidence: 55%

Section: Resultsmentioning

confidence: 99%

Human, Technologies and Quality of Education, 2023

2023

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“…In this respect, the online European Dual Career Toolkit ( https://starting11.eu ) could assists institutions in sport, education and the labor market in implementing effective dual career services for athletes. Furthermore, to organize a dual career process based on objectives, content, control, and evaluation systems, HEI decision-makers, rectors, and sport faculties could consider the methodological approach and the summarized experiences of the European More Than Gold Guidelines and Manual ( 65 , 66 ).…”

Section: Discussionmentioning

confidence: 99%

Dual career through the eyes of university student-athletes in the Republic of Kosovo

Gjaka,

Feka,

Tessitore

et al. 2024

Front. Sports Act. Living

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IntroductionThe successful combination of a sports career and education, known as the dual career, requires cooperation and a multi-dimensional approach. Although extensive research has been conducted on dual career programs and services in developed countries, there is limited information available on the dual-career phenomenon in developing countries. This study aimed to explore the dual career experiences of university student-athletes in the Republic of Kosovo.Materials and methodsA 30-item online survey was distributed to student-athletes, addressing various aspects of the dual career. A total of 121 student-athletes (males: 63.6%; females: 36.4%) voluntarily participated in the survey.ResultsThese student-athletes represented 13 different sports, with 102 (84.3%) participating in team and 19 (15.7%) in individual sports. Between individual and team sports no significant differences were found regarding university and sports engagement, and the time required to travel from the university to the training venue, whereas a significant difference (p = 0.019) emerged for the time needed to travel from home to the training venue. Significant differences (p < 0.05) were found between university majors in terms of sports engagement. The present findings highlight a lack of familiarity with dual career programs among student-athletes (89.3%) and the need for dual-career policies at the university (16.5%), sport (9.9%), and national (13.2%) levels. Student-athletes faced various challenges, mainly related to limited leisure time (62.8%), academic overload (60.3%), frequent absence from classes (59.6%), and financial uncertainty (35.5%). Recommended improvements included increased financial support (66.1%), the availability of sports facilities at or near the university (48.8%), greater educational flexibility (26.4%), tutoring services at the university (25.6%), and sports clubs (19%) levels, as well as improved communication regarding existing initiatives and legal aspects (53.7% and 47.1%, respectively). The study also identified parents (98.3%), coaches (86%), and siblings (60.3%) as important sources of support for student-athletes at personal, sports, and university levels.ConclusionsIn conclusion, to enhance the potential of future student-athletes in the Republic of Kosovo, relevant stakeholders in sports and higher education should collaborate closely and implement programs and services based on international best practices for dual-career support.

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“…This model has been extensively used in research studies within sport to guide data collection about the athlete as a whole person [e.g., 22 ]. By advocating a holistic approach, DC programmes are not only nurturing successful athletes but also developing competencies and skills that allow them to cope with the challenges they face in sport and other life domains (e.g., education, social; [ 23 – 25 ]). Schools have been proposed to be important DC environments, where youth athletes have access to coaches and teachers that can foster holistic development [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences

Thompson,

Rongen,

Cowburn

et al. 2023

PLoS ONE

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Assessing the holistic impact of student-athletes within sport schools is important due to the increasing popularity of sport school programmes, the likelihood that most youth athletes do not ultimately succeed in their sport and the multiple and wide ranging positive and negative impacts associated with intensified youth sport. Therefore, this study, using a mixed method design, aimed to evaluate the ‘in-time’ holistic impacts and experiences of being a sport school student-athlete. Five data collection methods (i.e., online questionnaire, physical fitness testing battery, academic assessments grades, injury data and log diaries) were used to assess athletic, academic, psychological and psychosocial holistic impacts and experiences of 83 student-athletes from one sport school in the United Kingdom (UK). Due to the mixed method approach, a triangulation design was used whereby quantitative and qualitative data were firstly analysed separately and then integrated and presented together. Overall, the findings demonstrated there were a multitude of positive impacts and experiences associated with being a sport school student-athlete. These included: high average academic attainment, satisfaction with academic support, sport competence, all-round sport development, higher general and sport specific recovery than stress, inter- and intra-personal development, social support, positive peer and parent relationships and dual career motivation. However, impacts and experiences of concern were also apparent including: participation in sport external to the school context, difficulty balancing education and sport, academic lessons missed, injury, fatigue, lack of free time, extra-curricular and social sacrifice, social intensity and body image concerns. Large inter-individual variability was demonstrated across all data analyses highlighting the variable nature of the impacts and experiences of being a sports school student-athlete. Overall, sport schools have the potential to promote many positive holistic impacts, however stakeholders need to be aware, monitor and mitigate the potential negative impacts. Flexible development programmes, individualised support and student-athlete monitoring are essential features required of sport schools to ensure healthy and holistic development for all sport school student-athletes.

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Dual Career Support Activities of High-Performance Students-Athletes in the Project “More than Gold”

Cited by 7 publications

References 17 publications

Human, Technologies and Quality of Education, 2023

Human, Technologies and Quality of Education, 2023

Dual career through the eyes of university student-athletes in the Republic of Kosovo

What is it like to be a sport school student-athlete? A mixed method evaluation of holistic impacts and experiences

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